Response time for emails, phone calls, and grading assignments I will make every effort to respond to emails within 24-36 hours of receipt. Discussion posts will be graded within 3 days of their due date and papers within 5 days. I can be reached by email, text, phone, Skype (dehrlich06) or ooVoo. I will be communicating with everyone by posting announcements and sending email through the Blueline email, please be sure to check the announcements regularly. I will expect all communication between us to be professional in manner, demonstrating respect and sound writing skills.

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1




Creighton University

Interdisciplinary EdD in Leadership


I.

Course Number and Title:



ILD 804 Organizational Theory and Behavior








Credits: 3



II.


Faculty Contact Information



Donna Ehrlich, PhD

EdD Leadership Faculty

donnaehrlich@creighton.educ

316.640.0555



III.

Communication Plan:



Response time for emails, phone calls, and grading assignments

I will make every effort to respond to emails within 24
-
36 hours of receipt.
Discussion posts will
be graded within 3 days of their due date and papers within 5 days.

I can be reached
by email, text, phone, Skype (dehrlich06) or ooVoo.

I will be communicating with everyone by posting announcements and sending email through the
Blue
line email, please be sure to check the announcements regularly.

I will expect all communication between us to be professional in manner, demonstrating respect and
sound writing skills.


IV.

Technical Support


For all technical issues related to BlueLine, ple
ase call (
866.717.6366)
or email
(
creighton@personalsupportcenter.com
)
the Personal Support Center (PSC). This information is also located on
the BlueLine login page (
http://creighton.learntoday.info/default.asp
).



V.

Online Writing Support


The Writing Center is available to online students. The process for making an appointment is detai
led on the
following webs
ite:
http://www.creighton.edu/gradschool/onlinewritingcenter/index.php



You can also access the writing center through
http://www.creighton.edu/onlinelearning




VI.

Support Services for Students with Disabilities


Please visit this link for information for graduate students with disabilities who may require accommodations:

http://www.creighton.edu/gradschool/currentstudentinfo/studentresources/index.php

Students with documented disabilities are eligible for academic services through Student Support Services. Please
refer to page 18 of Creighton University’s policy on Studen
ts with Disabilities
http://www.creighton.edu/fileadmin/user/Registrar/docs/archive/UG_11
-
12.pdf

and contact the Office of
Disability Accommodations at (402)280
-
274
9 or visit their website at
www.creighton.edu/eop/disabilitysupportservices/index.php

.

2



If you have a disability that will require academic accommodations, you need to do bot
h of the following as soon
as possible:


1) contact LuAnn Schwery (402) 280 2772 who will assist you in obtaining a letter verifying your
disability and the accommodations needed, and, 2) make an appointment with your instructor to review this letter
and d
iscuss what reasonable accommodations can be made.



VII.

Course
Rationale:


This is a required core course for students enrolled in the EdD in Leadership program. The expectation is that
students will apply the content of the course to their current working c
ontext, and the assignments are designed to
help ensure that.




VIII.

Relationship to
Programmatic Themes
:


a.

Ignatian Values:

Students are expected to enact magis in framing how they discern and accept
responsibilities associated with pursuing a clinical doctorate degree. In relationship to thinking about
structuring organizations and managing people to elicit desired behavior
, students must see God in all persons
and select and enact appropriate practices that are just. This course provides foundational knowledge to
diagnose the current state of organizations and understand what could be changed to build better organizations
and ultimately, a better society.

b.

Interdisciplinary Content:

ILD 804 emphasizes theories, models, and concepts from the disciplines of
organizational theory and organizational behavior. These theories, models, and concepts can be implemented
in virtually

all work contexts and settings. As such, you will be asked to apply course content to your current
work context and share your ideas and thoughts with your peers. From this interdisciplinary application, we
can learn from one another.

c.

Dedication to Inte
rdisciplinary Dialogue:

Social construction of knowledge is a foundational perspective of
learning in this course, meaning that we can learn from one another, regardless of our work setting or context.
Therefore, in order to learn from one another, we mus
t take on the responsibility of sharing, critiquing and
reflection on each other’s ideas. This dedication to social construction of knowledge is embodied in this
course by requiring participation discussion forums.





IX.

Course Description:


This course
explores the most important theories and models that explain the attitudes and behaviors of individuals in
organizations. In the second half of the course, we will delve into organization theory to study the "behavior" of entire
organizations. The course o
pens with a brief review of leadership theories, and then covers critical topics from
organization theory and behavior, including such things as the relationship of environment and technology to organization
structure, organization culture, motivating foll
owers, recognizing individual differences, influences on behavior in groups
and teams, and sources of individual and institutional power.


X
.

Course
Objectives:


On completing the course, students will:


1.

Have examined theoretical and applied literature o
n organizational theory and organizational behavior.
(Program goal 3)

2.

Be able to articulate the models, theories, and concepts that underlie many common management practices
and procedures (Program goals 3 and 4).

3.

Be able to correctly diagnose causes un
derlying observed problems in cases and in real organization settings.
3


(Program goals 3, 4 and 5)

4.

Be able to apply theories, models, and concepts to derive solutions, or create structures, policies, and
procedures that elicit desired results. (Program goal
s 4 and 5)




XI.

Teaching and Learning Methods


Critical Reading

Regular reading assignments are selected to explore the dimensions and ideal of leadership and
the ethical foundations that inform a leader’s personal and professional practices. Selected chapters,
articles, and reports are listed in the Course Schedule/C
alendar.

Analytical Writing

Writing assignments are designed to facilitate students’ ongoing critical reflection and
applicati
on of the material to his or her own practice setting. There will be continued emphasis on
students’ development of skills in
analysis and synthesis.

Project Development & Technology

Individually and in collaboration with fellow students, analyze problems,
develop and submit strategic plans and solutions, and interactively present and critique the synthesized
submissions

Dialog

S
tudents will contribute regularly to forums designed to offer students opportunities to exchange ideas,
identify areas of consensus and disagreement among fellow students, and formulate substantive responses
and contributions to inquiry in the course
.

Feed
back

Students will receive regular feedback on their performance and progress throughout the course.


XII.

Student Expectations:

I will expect from the student the initiative to check into the classroom often, at least 3
-
5 times each
week, responding profe
ssionally in the discussion forum and participating in dialog with the faculty and
other classmates.


XIII.

Internet Etiquette (Netiquette)

Netiquette is a set of rules and guidelines on how to behave in interactive discussion forums and email.
It is a co
mbination of the words “Net” and “Etiquette”. While the rules of netiquette can and will
change over time and where they are being used, some simple common sense guidelines are generally
agreed on.


The primary rule to remember in all your communications
online, via email or the discussion forums is
that the person on the other end is another human being. The anonymity of the internet can tempt one to
express themselves in ways they wouldn’t if the same conversation was face to face.

When having discussi
ons with your classmates or instructors please be mindful that your conversation is
public and you should not disclose anything or say anything you would not say in a large public forum
or a classroom. You can also read more about netiquette from the foll
owing sites that go into more
detail about all forms of Internet communications.


Albion.com Core Rules of Netiquette http://www.albion.com/netiquette/corerules.html

Living Internet Netiquette Guidelines
http://www.livinginternet.com/i/ia_nq.htm


XIV
.

University Academic Integrity Policies


Be particularly aware of the dangers of plagiarism. We expect that your written products are your own creation.
“Copying and pasting” others’ written work through any kind of internet search is a serious offense. If you have
questions here, I would be m
ore than happy to discuss them.
“Plagiarism” is the attempt to pass off other
peoples’ work (ideas, words, phrases or passages) as your own. Plagiarism is not acceptable regardless of which
writing style, format, guide or publication manual you may be us
ing to complete an assignment. The penalty for
4


plagiarism can range from a grade of "F" on the assignment, paper or test, to a grade of "F" for the course and/or
dismissal from the University.


A student who engages in any of the following acts of academi
c or academic
-
related misconduct is subject to
disciplinary procedures and sanctions as determined by the school or college in which he or she is enrolled.
Academic or academic
-
related misconduct is defined to include but is not limited to:

1. Unauthorize
d collaboration or use of external information during examinations.

2.
Plagiarizing or representing another’s ideas as one’s own.

3. Furnishing false academic information to the University.

4. Falsely obtaining, distributing, using, or receiving test ma
terials.

5. Falsifying academic records.

6. Falsifying clinical reports or otherwise endangering the well
-
being of patients involved in the teaching process.

7. Misusing academic resources.

8. Defacing or tampering with library materials.

9. Obtaining

or gaining unauthorized access to examinations or academic research materials.

10. Soliciting or offering unauthorized academic information or materials.

11. Improperly altering or inducing another to improperly alter any academic record.

12. Engaging
in any conduct which is intended or reasonably likely to confer upon one’s self or another unfair
advantage or benefit respecting an academic matter.


The University Student Handbook can be found at:

http://www.creighton.edu/studentservices/centerforstudentintegrity/



X
V.

Grading

(overall course and individual assignments)



Grade

Grading Criteria (% of total points)

A

9
4
-
100

Superior performance in meeting course
objectives

B

8
6
-
93

Excellent/good performance in meeting course objectives

C

7
8
-
85

Average performance in meeting course objectives

F

77 and b
elow unsatisfactory performance















PAPER preparation:

All papers are to be prepared following APA (American Psychological Association ) guidelines.
Papers are to be double
-
spaced, 1 inch margins, formatted and referenced according to APA guidelines. A quick
reference document for the APA style guide is on

the course website or you may visit
http://owl.english.purdue.edu/owl/section/2/10/


Assignments

Course Grading Distribution

Total Possible Points

Discussion Post (8 weeks
x 100 point/wk)

800

#1 Written Assignment


Dead Poets review

100

#2 Written Assignment


Case study 1

100

#3 Written Assignment
-

Case study 2

100

#4 Written Assignment


Article review

100

#5 Environmental Diagrams

100

#6 Structure Diagnosis &
Diagrams

100

#7 Technology & Culture Diagnosis

100

#8 Final reflective essay

100

Total

1600

5




X
V
I.

Prerequisites:

Admission to program


XVII
.

Instructor of Record:


Donna Ehrlich,
PhD

EdD Leadership Faculty

donnaehrlich@creighton.educ

316.640.0555


XV
I
I
I.

Discussion and Writing Requirements. (see detailed assignment guidelines) (instructors reserve the right to
modify these as the course proceeds.)

*All Discussion Posts are due at 11:59 on Thursday’s. Papers are due at midnight on Sunday’s .



Late assignments will be accepted only if arranged with the instructor ahead of time, if an emergency does occur
please notify me immediately so arrangements can be made for submitting assignments. The class moves quickly
and it is important that all of us

are actively involved to create a positive learning environment. This is our
opportunity to come together and spend time researching, reading and sharing what we are learning and applying
it to what we have and are experiencing.



XIX.

Two

Required Texts
: (schedule details all readings by week)


Title:

Organization Theory 2
nd

edition

Author:

Mary Jo Hatch with Ann L. Cunliffe

Publisher:
Oxford University Press


Title:

Essentials of Organizational Behavior (11
th

Ed.)

Author:

Stephen P. Robbins and Timothy A. Judge

Publisher:

Pearson Prentice Hall


You need to watch the film
Dead Poets Society
, starring Robin Williams and directed by Peter Weir, during the first week
of class. You can order a DVD from Amazon.com, rent it fr
om Netflix or other rental services, if you have the proper
equipment.


Your Harvard readings and cases need to be ordered directly from Harvard Business School Publishing using the link
below. There is a small fee for downloading the files needed.

http://harvardbusinessonline.hbsp.harvard.edu/relay.jhtml?name=cp&c=c62354



Journal articles that are not on the Harvard course site are on electronic reserve throug
h the library. Please copy and paste
the link to access the files.


https://blueline.creighton.edu/section/default.asp?id=AS_AS_RAL_eReserves


Password: ILD804SPR


XX.

SCHEDULE/ASSIGNMENTS



Course website URL:

http://creighton.learntoday.info/default.asp





Discussion Post Guideline
: (100 points per week) This course is designed to be a collaborative learning
community using discussion postings. Weekly Discussion Questions on topics relevant to the assigned cours
e
6


topics will be assigned by the instructor, who will open the dialog by posting relevant questions or comments
intended to seek reflective comments by the teams. Active student participation in the class discussion with timely
postings in the forums are i
mportant to the pedagogy of this program. Students are to enter their 1st discussion
postings by 11:59 p.m. Thursday of each week. The discussion for each topic will close at 11:59 p.m. on Sunday
of each week. Students will be expected to contribute to the

responses of at least two other classmates’ postings
each discussion. Discussion postings should be reasonably brief, e.g., approximately 250
-
500 words, and contain
original ideas and suggestions. Sources for posts should be briefly cited in the discussio
n forum. Use full
citations for other sources (APA format). Responses to other students’ posts should extend the conversation and
not merely offer a comment of agreement or a descriptive statement. For instance, question assumptions
underlying claims or

offer additional questions for the group that will enhance learning. The faculty will actively
participate in the dialogs by providing feedback and answering and asking questions. The instructors will grade
each discussion posting by Wednesday of each w
eek.


























Letter
Grade

Total
Points
Earned On
Assignment

Description

A

94
-
100

Superior performance.
Models professionalism and
exemplary intellectual engagement with the course content.
Demonstrates ability to productively identify sources of
conflict, tension, and disagreement in ways that motivate
and deepen inquiry in the course. Postings submitted on

time, allowing ample time for others to comment; two well
-
developed responses submitted to the postings of others.

B

86
-
93

Excellent/good performance.
Consistently expresses an
open, attentive, collegial, caring demeanor. Offers
comments and questions t
o facilitate understanding, further
development, and clarification of fellow students’ points.
Postings submitted on time, allowing others to post
responses; follow up comments are brief and not leading to
additional learning..

C

78
-
85

Average performance
. Inconsistent posting; comments lack
depth; oversimplifies the issues; and, postings are
submitted at last moments, allowing little or no time for
follow up discussion.


F

77 and
below

Unsatisfactory performance. Demonstrates untimely, non
-
collegial, un
professional, disruptive, or otherwise rude
behavior. Attempts to silence or dominate others during
dialog. Offers comments that tend to close dialog or
interfere with exploration of an issue’s complexities or
ambiguities. Adopts an uncaring demeanor towar
d others.

7





Week 1
: Answers to Questions Covering Leadership and Power as Evidenced in Dead Poets Society



Week 2:

Answers to Questions Regarding the Alex Sander case



Week 3:

Answers to Questions Covering Teamwork as Evidenced in The Army Crew Team Case



Week 4:

Answers to Questions Covering Motivation & Feedback as Evidenced in the
Article Selected



Week 5
: Answers to Questions Covering Organizational Environment diagram and

questions



Week 6:

Answers to Questions Covering Organizational Structure diagram and questions



Week 7:

Answers to Questions Covering Organizational Technology diagnosis and Cultural Diagnosis and
questions


These assignments will be graded using these c
riteria:









































Week 8:

Final Reflection Paper:
This assignment is a final reflective paper. You will engage in a critical self
-
Letter
Grade

Total
Points
Earned On
Assignment

Description

A

94
-

100


Superior performance
. Questions are clearly answered by
applying models, theories, and concepts from the reading
assignments. Models, theories and concepts are clearly
understood and appropriately applied to analyze situations
and answer questions as required. Consistent u
se of APA
with minor errors. Answers are thorough while
parsimonious (that is, unnecessary “fluff” that elongates
but does not further elucidate is not present).

B

86
-

93

Excellent performance
.


A good attempt is made at
applying models, theories, and concepts from the reading
assignments. There may be evidence of an incomplete
understanding or misapplication of models, theories and
concepts in analyzing situations and answering questions
as re
quired. Minimal use of APA. As always, answers
should be thorough while parsimonious (that is,
unnecessary “fluff” that elongates but does not further
elucidate is not present).

C

78
-

85

Average performance
. Demonstrates minimal and
somewhat
inconsistent responsiveness to assignment
requirements. There is lack of demonstration of completing
the assignment following the requirements. There is
inconsistent use f APA, which detracts from the overall
writing of the paper.

F

77 or fewer

Unsatisfa
ctory performance.


Demonstrates poor ordering
or organization of ideas, inaccurate analysis and
application of theoretical concepts; weak referencing or
use of APA; d
emonstrates a lack of responsiveness to due
dates and times or failure to adhere to forma
tting criteria.

8


reflective review of the course concepts and discuss how you relate these concepts to your personal experiences.
In this paper you will write about what you will take away from this course to again add to your “toolbox.” You
should be able to complete thi
s assignment in at least 5 but not more than 7 pages.



Grading Rubric for Final Reflection Paper






Week

Topic

Assignments:

Readings/Discussion Forums/Written Work

01

Leadership: Substance, Style and
the Wielding of Power

Watch “Dead Poets Society”

Read Chapters 11 and 12 in Robbins and Judge

Read Gabarro, J. J. & Kotter, J. P. (1980). Managing Your Boss
Harvard Business Review

Read “Inside the Coup at Nike” from BusinessWeek from the
electronic reserve through the library

Submit the answers to the

assignment about the movie to the drop box
and post interesting comments in the discussion forum

02

Understanding People by
Themselves

Read Chapters 2 and 4 in Robbins and Judge

Case Study 1


Greiner, L. E. & Collins, (2008). A Day in the Life of
Alex
Sander Harvard Business Review

Submit answers to the assignment to the drop box regarding case study
Letter Grade

Total Points
Earned On
Assignment

Description

A

94
-

100


Superior performance
. Compelling evidence of a critical look at self with
supporting recommendations for continued growth and professional
development; Well supported examples that link core concepts/ideas from
the course to own experience and development plan. Exemplary use of
APA format.


B

86
-

93

Excellent performance
.
Good evidence of a critical look at self with
supporting recommendations for continued growth and professional
development; Examples that link core concepts/ideas from the course to
own experience and development plan. Consistent use of APA but includes
a

number of errors.


C

78
-

85

Average performance
. Demonstrates minimal and somewhat inconsistent
responsiveness to assignment requirements. Very little self
-
reflection is
demonstrated and limited personal experiences are discussed.
Inconsistent use of
APA, which detracts from the overall writing of the
paper.

F

77 or fewer

Unsatisfactory performance.


Demonstrates poor ordering or organization
of ideas, inaccurate analysis and application of theoretical concepts; weak
referencing or use of APA; d
emons
trates a lack of responsiveness to due
dates and times or failure to adhere to formatting criteria.

9


1 and post interesting comments in the discussion forum

03

Understanding People You
Thought You Understood (until a
group got a hold of them)



Read
Chapters 8 & 9 in Robbins and Judge

Case Study 2


Snook, S. & Polzer, J. T., (2004). The Army Crew Team
Harvard Business Review

Submit

the assignment to the drop box regarding case study 2 and post
interesting comments in the discussion forum

04

Getting
People to Do What You
Want

Read Chapter 6 and 7 in Robbins and Judge

Article review


Select one of the following articles found on the
electronic reserve through the library:

Liou, S. (2008). An Analysis of the Concept of Organizational
Commitment (health
care)

or

Bardon, T. & Josserand, E. (2009). Why do we play the games:
Exploring institutional and political motivations (education)

Submit answers to the assignment to the drop box regarding the
articles and post interesting comments in the discussion for
um

05

Organizational Environments

Read Chapter 3 in Hatch and Cunliffe

Diagram Your Organization’s Environment

Submit answers to the assignment to the drop box and post interesting
comments in the discussion forum

06

Organization Structure

Read Chapter 4

in Hatch and Cunliffe

Diagnose Your Organization’s Structure; Reflect on Environment
-
Structure Match (or not)

Submit answers to the assignment to the drop box and post interesting
comments in the discussion forum

07

When is Technology NOT
Technology and
Putting Weeks 5,
6 & 7 Together and Organization
Culture

Read Chapter 5 & 6 in Hatch and Cunliffe

Read Organizational Dynamics “Getting Value from Shared Values”
(McDonald & Gandz) from the library on electronic reserve.

Diagnose Your Organization’s Cultur
e and Your Organization’s
Technology; Reflect on Environment, Structure & Technology
Matches (or not)

Submit answers to the assignment to the drop box and post interesting
comments in the discussion forum

08

Congruence & Strategic
Alignment


Final reflect
ion paper

Submit answers to the assignment to the drop box and post interesting
comments in the discussion forum




OVERVIEW TABLE OF WRITTEN ASSIGNMENTS: Plan to pace yourself…..

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8


Assignment

# 1:
“Dead
Assignment
#2:
Case
study review

Assignment
#3:
Case
Study
Assignment
#4:
Article
Review

Assignment
#5:
Diagram
the
Assignment
#6:

Diagnose
Assignment
#7:
Diagnose
Assignment
#8


Final
Self
-
10


Poets
Society



review

organization
environment

your
organization
structure


you
r
organization
culture and
technology

Reflective
Essay

Dialog
Forum

#1:
Leadership
styles and
leading
from the
middle.
Along with
power and
politics





Dialog Forum

#2

Attitudes
and
assessments,
understanding
people.


Dialog
Forum

#3:
Group
behaviors,
how to lead


Dialog
Forum

#4:
Applying
theories of
motivation
in an
organization

Dialog Forum

#5:
Aligning
your
organization
for the future;
understanding
the
environment.


Dialog
Forum

#6:
Share
your
analysis of
your

organization
structure


Dialog
Forum

#7:
Discuss
your
organization
culture and
technology,
reflecting on
how it
impacts the
organization
overall.


Dialog
Forum #8:
Reflective
discussion
about
your
learning
experience.

WEEKLY
Discussion

postings

Community of learners dialogue